Like pre briefing, debriefing is also a facilitator-led learning group post use of HPS in a suitable learning laboratory classroom environment where the students and their facilitator(s) sit for a round table conference, and make eye contact as they discuss students' feelings, and reflect on their actions and decision-making activities during the HPS clinical scenarios ( Cant & Cooper, 2010 , 2011 ; Nehring & Lashley, 2010 ). The debriefing discussions focus on giving the students opportunities to ventilate their emotional feelings about their clinical decision-making, the good and the bad decisions they made, and the mistakes they made with the answers they chose that killed their mannequin patients in the learning laboratory.
Published in Chapter:
Human Patient Simulations: Evaluation of Self-Efficacy and Anxiety in Clinical Skills Performance
Grace N. Onovo (Hostos Community College, USA)
Copyright: © 2014
|Pages: 29
DOI: 10.4018/978-1-4666-6260-5.ch014
Abstract
The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”